Science Identity

STEM Identity pertains to a perception of self. Encouraging your children or students to “think about themselves as a science learner and develop an identity as someone who knows about, uses and sometimes contributes to science,” (CAISE, 2018) is incredibly important for long-term success in science. A growing body of research has identified early childhood as a critical time point for success in STEM fields (Mantzicopoulos, Patrick, & Samarapungavan, 2008; Morgan, Farkas, Hillemeier, & Maczuga, 2016). Here’s why:

• A study conducted at UC Irvine found that elementary mathematics skills are predictive of academic success extending all the way to the high school level (Siegler et al., 2012). 

• For many children, formal science education does not begin until late elementary-elementary-early middle school, however, researchers have found that children’s interests in science have drastically declined by middle school due to a weak identification with STEM archetypes (Archer et al., 2010)

• A study of over 7,000 children found that gaps in academic performance starting in kindergarten are predictive of science achievement in both the third and eight grades (Morgan, et.al 2016).

• The early formation of positive STEM experiences and self-identification as a scientist is crucial to sustained interest in science and the pursuit of STEM education and careers (Dou, Hazari, Dabney, Sonnert, & Sadler, 2019).

The longevity of these findings highlights the importance of targeting STEM education reform for much younger children, especially at the pre-K level to promote lasting STEM success. Research has found that the early formation of positive STEM experiences are crucial to sustained interest in science and the pursuit of STEM education and careers (Dou, Hazari, Dabney, Sonnert, & Sadler, 2019). Incorporating simple science activities into your home or classroom can foster STEM confidence and self-efficacy to propel young scientists into a lifelong love of learning.